ALA/AASL Standards for Initial Preparation of School 
Librarians (2010) 


Approved by Specialty Areas Studies Board (SASB) of the National Council for 
Accreditation of Teacher Education (NCATE), October 24, 2010 


Standard 1: Teaching for Learning 

Candidates are effective teachers who demonstrate knowledge of learners and learning 
and who model and promote collaborative planning, instruction in multiple literacies, and 
inquiry-based learning, enabling members of the learning community to become effective 
users and creators of ideas and information. Candidates design and implement instruction 
that engages students' interests and develops their ability to inquire, think critically, gain 
and share knowledge. 

Elements 

1.1 Knowledge of learners and learning 
Candidates are knowledgeable of learning styles, stages of human growth and 
development, and cultural influences on learning. Candidates assess learner needs 
and design instruction that reflects educational best practice. Candidates support 
the learning of all students and other members of the learning community, 
including those with diverse learning styles, physical and intellectual abilities and 
needs. Candidates base twenty-first century skills instruction on student interests 
and learning needs and link it to the assessment of student achievement. 
1.2 Effective and knowledgeable teacher 
Candidates implement the principles of effective teaching and learning that 
contribute to an active, inquiry-based approach to learning. Candidates make use 
of a variety of instructional strategies and assessment tools to design and develop 
digital-age learning experiences and assessments in partnership with classroom 
teachers and other educators. Candidates can document and communicate the 
impact of collaborative instruction on student achievement. 
1.3 Instructional partner 
Candidates model, share, and promote effective principles of teaching and 
learning as collaborative partners with other educators. Candidates acknowledge 
the importance of participating in curriculum development, of engaging in school 
improvement processes, and of offering professional development to other 
educators as it relates to library and information use. 
1.4 Integration of twenty-first century skills and learning standards 
Candidates advocate for twenty-first century literacy skills to support the learning 
needs of the school community. Candidates demonstrate how to collaborate with 
other teachers to plan and implement instruction of the AASL Standards for the 
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21st-Century Learner and state student curriculum standards. Candidates employ 
strategies to integrate multiple literacies with content curriculum. Candidates 
integrate the use of emerging technologies as a means for effective and creative 
teaching and to support P-12 students' conceptual understanding, critical thinking 
and creative processes. 

Standard 1 Rubric 

Target 

Multiple assessments provide evidence that candidates are able to: 

 
Model and promote a knowledge of learners and learning by designing and 
delivering inquiry-based information literacy instruction that enhances the 
information, media, visual and technical literacies of P-12 students; 
 
Integrate emerging technologies into a variety of instructional strategies to 
support the diverse learning styles, interests, and ability of all students to inquire, 
think critically, and gain and create knowledge; 
 
Collaborate with educators and other stakeholders in professional development 
activities involving curriculum development and school improvement processes in 
support of student achievement. 
Acceptable 

At least one assessment provides evidence that candidates are able to: 

 
Demonstrate a knowledge of learners and learning by collaborating with other 
educators to design instruction that supports the learning styles, needs, interests 
and abilities of all students; 
 
Deliver instruction and develop assessments that make use of a variety of 
instructional strategies and information resources to develop and enhance the 
multiple literacies of P-12 students; 
 
Gain an awareness of and participate in professional learning activities related to 
library and information use to ensure all members of the learning community 
become effective users of ideas and information; 
 
Integrate emerging technologies into instruction that reinforce the skills, 
dispositions, responsibilities, and self assessments in AASL Standards for the 21st Century 
Learner and state standards that support student achievement. 
Unacceptable 

Assessments provide little or no evidence that candidates are able to: 

 
Demonstrate an understanding of learners and learning or of instructional 
strategies and resources that support the AASL Standards for the 21st-Century 
Learner; 
 
Collaborate with other professionals in support of curriculum and/or professional 
development. 
Research in support of Standard 1 

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Standard 1 focuses on the school librarian candidates ability to promote inquiry-based 
learning, instruction in multiple literacies, and to model effective, differentiated teaching 
that meets the needs of a diverse learning community. Differentiating instruction is a 
challenge and therefore important for school librarians, since they interact with all 
students, often for more than one year. Kachka (2009) commented that school librarians 
face the unique challenge of differentiating instruction for all students in the school no 
matter the culture or ability. Mestre (2009) concurred when stating that school librarians 
are charged with meeting the literacy needs of students with a wide variety of cultures 
and abilities. 

Candidates need to implement an inquiry-based approach to learning. Chus (2009) study 
documented that the use of inquiry project-based learning involving collaboration 
between the classroom teachers in general studies, language and information technology 
resulted in higher grades on projects and improved learning. Hoover (2006) discussed the 
fact that school librarians have four primary responsibilities: teacher, instructional 
partner, information specialist, and program administrator. Through a meta-analysis that 
identified effective instructional strategies, classroom management strategies and school 
leadership responsibilities, researchers at the Mid-Continent Research for Education and 
Learning (McREL) found that school librarians need to be as familiar with effective 
instructional strategies (Marzano, Pickering, & Pollock, 2001) as classroom teachers. 

Collaboration has long been the mantra of school librarian education and continues to be 
a challenge for candidates. Bell and Kuon (2009) discussed teaching collaboration when 
instructing students online. They discovered the importance of collaboration even when 
alone with a computer terminal. Kuhlthau, Maniotes and Caspari (2007) presented the 
argument for recasting Guided Inquiry as a dynamic innovative way of developing 
information literacy. The authors discussed the collaborative responsibilities of the 
members of the instructional team. Stripling (2008) emphasized that even though inquiry-
based instruction consumes more time, school librarians need to take a leadership role in 
fostering inquiry through effective communication with the learning community. 

In short, information retrieval, information communication, and information design are 
constantly changing (Warlick, 2009). School librarian candidates must embrace twenty-
first century standards and tools. As the Internet continues to evolve to a more dynamic, 
social environment, the school librarian must use social networking tools not only to 
discuss issues and form partnerships with administrators and classroom teachers (Lamb 
& Johnson, 2008) but also to impact teaching and learning (Naslund & Giustini, 2008). 
Using blogs, wikis and social networking in instruction engages students while teaching 
them to inquire and think critically while sharing information. 

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References 

American Association of School Librarians (AASL) (2007). Standards for the 21stcentury 
learner. Chicago: Author. 

Bell, M., & Kuon, T. (2009). Home alone! Still collaborating. Knowledge Quest, 37(4), 
52-55. 

Chu, K. (2009). Inquiry project-based learning with a partnership of three types of 
teachers and the school librarian. Journal of the American Society for Information 
Science and Technology, 60(8), 1671. 

Hoover, C. (2006). Research based instructional strategies. School Library Media 
Activities Monthly, 22(8), 26-28. 

Kachka, A. (2009). Differentiating instruction in the library media center. School Library 
Media Activities Monthly, 25(5), 20-21. 

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. ( 2007). Guided inquiry: Learning in 
the 21st century school. Westport, CT: Libraries Unlimited. 

Lamb, A., & Johnson, L. (2008). School library media specialist 2.0: A dynamic 
collaborator, teacher, and technologist. Teacher Librarian, 36(2), 74-78, 84. 

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that 
works: Research-based strategies for increasing student achievement. Alexandria, 
VA: Association for Supervision and Curriculum Development. 

Mestre, L. (2009). Culturally responsive instruction for teacher-librarians. Teacher 
Librarian, 36(3), 8-12. 

Naslund, J., & Giustini, D. (2008). Towards school library 2.0: An introduction to social 
software tools for teacher librarians. School Libraries Worldwide, 14(2), 55-67. 

Stripling, B. (2008). Inquiry-based teaching and learning  the role of the library media 
specialist. School Library Media Activities Monthly, 25(1), 2. 

Warlick, D. (2008). Redefining literacy. Worthington, OH: Linworth Press. 

2010 ALA/AASL Standards for Initial Preparation of School Librarians 
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Standard 2: Literacy and Reading 

Candidates promote reading for learning, personal growth, and enjoyment. Candidates 
are aware of major trends in children's and young adult literature and select reading 
materials in multiple formats to support reading for information, reading for pleasure, and 
reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom 
reading instruction to address the diverse needs and interests of all readers. 

Elements 

2.1 Literature 
Candidates are familiar with a wide range of childrens, young adult, and 
professional literature in multiple formats and languages to support reading for 
information, reading for pleasure, and reading for lifelong learning. 
2.2 Reading promotion 
Candidates use a variety of strategies to promote leisure reading and model 
personal enjoyment of reading in order to promote habits of creative expression 
and lifelong reading. 
2.3 Respect for diversity 
Candidates demonstrate the ability to develop a collection of reading and 
information materials in print and digital formats that support the diverse 
developmental, cultural, social, and linguistic needs of P-12 students and their 
communities. 
2.4 Literacy strategies 
Candidates collaborate with classroom teachers to reinforce a wide variety of 
reading instructional strategies to ensure P-12 students are able to create meaning 
from text. 
Standard 2 Rubric 

Target 

Multiple assessments provide evidence that candidates are able to: 

 
Promote reading for children, young adults and other education professionals 
through the use of high-quality and high-interest literature in print and digital 
formats that reflect the diverse developmental, cultural, social and linguistic needs 
of their P-12 students and communities; 
 
Use authentic and engaging instructional strategies that reinforce classroom 
reading instruction in support of lifelong learning and to build an appreciation for 
literature in support of personal and creative pursuits of P-12 students and other 
members of the school community. 
Acceptable 

At least one assessment provides evidence that candidates are able to: 

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Promote reading through a wide range of reading materials in multiple formats for 
both children and young adults that encourage reading for information, pleasure 
and life-long learning; 
 
Collaborate with other educators to reinforce classroom reading instruction 
through the use of a variety of reading strategies that enhance P-12 students' 
ability to create meaning from text; 
 
Develop a collection of reading resources that promotes reading for enjoyment 
and meets the diverse information needs and interests of all readers. 
Unacceptable 

Assessments provide little or no evidence that candidates are able to: 

 
Promote or support reading through the use of literature; 
 
Direct reading instruction or collection development that meets the needs of all 
readers. 
Research in support of Standard 2 

As foundational skills for twenty-first century learning, literacy and reading are focal 
points for school librarians. Krashen (2004) presented a body of research to support the 
act of reading itself as the primary means of developing reading skills and literacy. Free 
voluntary reading, the most effective means for developing literacy, requires access to a 
wide variety of reading materials in multiple formats (Krashen, 2004). As part of the 
school librarians role in reading, the AASL (2009) specified that school librarians must 
have a "deep knowledge" of high-quality reading materials for children and young adults 
in multiple formats. Furthermore, the school librarian must provide learners with a 
variety of high-interest materials for information, pleasure, and personal development as 
well as professional materials for teachers and staff (AASL, 2009). 

In motivating young people to read, Trelease (2006) emphasized the importance of 
reading as a pleasurable experience and having materials of interest to readers. This 
supports the need for having diverse and varied collections to meet the wide variety of 
interests as well as developmental, cultural, social, and linguistic needs of readers. Lance 
et al. (2005) found that the currency of reading materials was as important as the size and 
variety of library collections. Those libraries with more current materials were associated 
with increased reading levels in students. 

The presence of a trained school library professional is a powerful influence in 
promoting, guiding, and inspiring young readers toward a love of reading and a quest for 
lifelong learning (Klinger, 2006). AASL (2009) directed school librarians to read aloud to 
students and provide booktalks as methods of reading promotion as part of their role in 
reading. The Commission on Reading from the U.S. Department of Education identified 
the single most important activity for building the knowledge required for eventual 
success in reading is reading aloud to children, a practice to be continued throughout all 
grades (Anderson et al. 1985). Furthermore, research suggests that direct encouragement 
to read may have an impact on the amount of reading done. Morrow (1982) and Shin 

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(2004) found that encouraging children to read was a positive factor in promoting reading 
if available reading material is interesting and comprehensible. 

As important as direct encouragement, modeling reading both formally and informally 
sends positive messages to readers. Trelease (2006) identified one factor in motivating 
readers is having significant others who model reading. Several studies indicated that 
children read more when they see other people reading (Krashen, 2004). Overall, many 
students view the school library as helping them with their reading interests, finding 
stories, improving reading, and helping them enjoy reading more (Todd, 2005). 

The school librarian also plays a significant role in developing reading skills and 
comprehension in students. School libraries are most appropriate for reading and 
reinforcing the reading process when the school librarian collaborates with classroom 
teachers and other specialists. Several studies found that students reading skills improve 
when school librarians collaborate with classroom teachers for reading instruction (Lance 
et al., 1993; Lance et al., 2000; Roscello and Webster, 2002). 

References 

American Association of School Librarians (AASL) (2009). Empowering learners: 
Guidelines for school library media programs. Chicago: Author. 

Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a 
nation of readers: The report of the Commission on Reading, U. S. Department of 
Education. Champaign, IL: Center for the Study of Reading, University of Illinois 
at Urbana-Champaign. 

Krashen, S. D. (2004). The power of reading: Insights from the research. Westport, CT: 
Libraries Unlimited. 

Klinger, D. (2006). School libraries and student achievement in Ontario (Canada). 
Toronto, ON: Ontario Library Association. 

Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2005). Powerful libraries make 
powerful learners: The Illinois study. Canton, IL: Illinois School Library Media 
Association. 

Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2000). How school librarians help 
kids achieve standards: The second Colorado study. Spring, TX: Hi Willow 
Research and Publishing. 

Lance, K. C., Wellborn, L., & Hamilton-Pennell, C. (1993). The impact of school library 
media centers on academic achievement. Spring, TX: Hi Willow Research and 
Publishing. 

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Morrow, L. (1982). Relationships between literature programs, library corner designs, 
and childrens use of literature. Journal of Educational Research, 75, 339-344. 

Roscello, F., & Webster, P. (2002). Characteristics of school library media programs 
and classroom collections: Talking points. Albany, NY: Office of Elementary, 
Middle, Secondary, and Continuing Education, New York State Department of 
Education Department. 

Shin, F. (2004). Should we just tell them to read? The role of direct encouragement in 
promoting recreational reading. Knowledge Quest, 32(3), 47-48. 

Todd, R. J. (2005). Report of the Delaware school library survey 2004. Georgetown, DE: 
Governor's Task Force on School Libraries. 

Trelease, J. (2006). The read-aloud handbook. New York: Penguin Books. 

Standard 3: Information and Knowledge 

Candidates model and promote ethical, equitable access to and use of physical, digital, 
and virtual collections of resources. Candidates demonstrate knowledge of a variety of 
information sources and services that support the needs of the diverse learning 
community. Candidates demonstrate the use of a variety of research strategies to generate 
knowledge to improve practice. 

Elements 

3.1 Efficient and ethical information-seeking behavior 
Candidates identify and provide support for diverse student information needs. 
Candidates model multiple strategies for students, other teachers, and 
administrators to locate, evaluate, and ethically use information for specific 
purposes. Candidates collaborate with students, other teachers, and administrators 
to efficiently access, interpret, and communicate information. 
3.2 Access to information 
Candidates support flexible, open access for library services. Candidates 
demonstrate their ability to develop solutions for addressing physical, social and 
intellectual barriers to equitable access to resources and services. Candidates 
facilitate access to information in print, non-print, and digital formats. Candidates 
model and communicate the legal and ethical codes of the profession. 
3.3 Information technology 
Candidates demonstrate their ability to design and adapt relevant learning 
experiences that engage students in authentic learning through the use of digital 
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tools and resources. Candidates model and facilitate the effective use of current 
and emerging digital tools to locate, analyze, evaluate, and use information 
resources to support research, learning, creating, and communicating in a digital 
society. 

3.4 Research and knowledge creation 
Candidates use evidence-based, action research to collect data. Candidates 
interpret and use data to create and share new knowledge to improve practice in 
school libraries. 
Standard 3 Rubric 

Target 

Multiple assessments provide evidence that candidates are able to: 

 
Ensure open and equitable access to information by collaborating with all 
members of the school community to develop solutions to physical, social and 
intellectual barriers to resources and services in school libraries; 
 
Model and promote efficient and ethical information seeking behaviors through 
the design and delivery of authentic and relevant learning experiences for P-12 
students, teachers and administrators in professional learning communities; 
 
Enhance access to information for P-12 students and other members of their 
schools and communities through the use of current and emerging technologies 
that support the access, interpretation and communication of information; 
 
Use a variety of research strategies to create new knowledge and improve practice 
in school libraries. 
Acceptable 

At least one assessment provides evidence that candidates are able to: 

 
Implement flexible and equitable access to print and digital information resources 
by diverse members of the school community by reducing barriers to resources 
and services; 
 
Collaborate with other educators to design and deliver instruction that enhances 
P-12 students' ability to ethically and efficiently access, evaluate and use 
information; 
 
Integrate current and emerging technologies into instruction in support of inquiry, 
learning, creating and communicating information in a digital society; 
 
Use evidence-based practice methods to collect, interpret and use data from 
research to improve practice in school libraries. 
Unacceptable 

Assessments provide little or no evidence that candidates are able to: 

 
Design services or instruction that supports equitable access to information in an 
efficient and ethical manner by P-12 students and other members of their school 
and community. 
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Research in support of Standard 3 

Standard 3 focuses on the school librarian candidates ability to promote ethical, 
equitable access to and use of physical, digital, and virtual collections of resources. 
Boelens (2007) believed that the school librarian must be able to manage a place in 
the school with facilities (traditional, virtual and digital) that provide teachers and pupils 
with access to new kinds of information (p. 67). Thus, for school librarians, the 
importance of meeting the challenge of promoting traditional resources as well as 
modeling and promoting new methods of information delivery is paramount. 

Although school librarians have always been faced with the challenge of providing 
equitable access for diverse student needs, todays challenge is daunting (Simpson, 
2003). Lack of access to new information tools creates not only a digital divide (Haycock 
& Sheldon, 2008) but also an information divide. School librarians must work hard to 
remove any and all intellectual, physical and economic barriers to information for all 
students, teachers and other stakeholders in their learning environments. Through 
evidence-based action research, school librarians can promote and share the knowledge 
of the importance of equal access (Martin & Tallman, 2001; Howard & Eckhardt, 2006). 

School librarians also need to identify and provide support for diverse student 
information needs. It is impossible to meet this need in isolation. The school librarian 
must be capable of collaborating with teachers in order to provide for the needs of all 
students. Hoover (2006) described strategies to engage students in cooperative learning 
while collaborating with classroom teachers. Kuhlthau, Maniotes, and Caspari (2007) 
described Guided Inquiry as an integrated unity of inquiry, planned and guided by and 
instructional team of a school librarian and teachers (p. 1). Without the integration and 
collaboration, the needs of diverse students are not met. 

Social networking, blogs, wikis, instant messaging, texting as well as the Internet provide 
immense amounts of information quickly. Research shows that students are not 
experienced researchers (Scott & OSullivan, 2005). Kuhlthau, Maniotes, and Caspari 
(2007) described a process that integrates curriculum and information literacy concepts, 
which creates relevant learning. Information literacy skills are imperative if we expect 
students to be able to evaluate the immense amounts of information with which they are 
being bombarded through these various media. Hamilton (2007) stated, We are at a 
critical moment in our profession, and we need to seize this moment to collaborate with 
our learning communities as leaders in interpreting and teaching information literacy (p. 
52). 

With any research assignment, ethical research and documentation must be included. 
Many students not only lack research skills, they see nothing wrong with plagiarism 
(Johnson, 2003). Butler (2007) also emphasized the importance of teaching the ethical 
uses of copyright. However, Johnson (2003) made the point that in order to teach ethical 
research methods, school librarians need to prod teachers to move beyond the basic 
research paper. School librarians need to emphasize solving a problem using the 

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information gained. Armed with these skills, our students will have the information 
literacy skills to compete in the twenty-first century. 

Additionally, school librarians must work to gather evidence in order to improve practice 
and increase the effectiveness of their programs. According to Todd (2003), school 
librarians must document how their programs and services impact student learning. Todd 
asserts that gathered evidence highlights how the librarian plays a crucial role in 
boosting student achievement, in shaping important attitudes and values, in contributing 
to the development of self-esteem, and in creating a more effective learning 
environment (p. 54). Geitgey and Tepe (2007) emphasize the importance of collecting 
and presenting data, noting that, by developing evidence-based practice, school librarians 
can work toward continuous improvement in library services (p. 10). 

References 

Boelens, H. (2007). Knowledge management in secondary schools and the role of the 
school librarian. School Libraries Worldwide, 13(2), 63-72. 

Butler, R. P. (2007). Borrowing media from around the world: School libraries and 
copyright law. School Libraries Worldwide, 13(2), 73-81. 

Geitgey, G. A. & Tepe, A. E. (2007). Can you find the evidence-based practice in your 
school library? Library Media Connection 25(6), 10-12. 

Hamilton, B. J. (2007). Transforming information literacy for NowGen students. 
Knowledge Quest, 37(2), 48-53. 

Haycock, K., & Sheldon, B. E. (2008). The portable MLIS: Insights from the experts. 
Westport, CT: Libraries Unlimited. 

Hoover, C. (2006). Research-based instructional strategies. School Libraries Activities 
Monthly, 22(8), 2608. 

Howard, J., & Eckhardt, S. (2006). Leadership, action research, and the school librarian. 
Colorado Libraries, 32(4), 61-2. 

Johnson, D. (2003). Learning right from wrong in the digital age: An ethics guide for 

parents, teacher, librarians and others who care about computer-using young 

people. Worthington, OH: Linworth Publishing. 

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in 
the 21st century. Westport, CT: Libraries Unlimited. 

Martin, J., & Tallman, J. (2001). The teacher-librarian as action researcher. Teacher 
Librarian, 29(2), 8-10. 

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Simpson, C. (2003). Ethics in school librarianship. Worthington, OH: Linworth Press. 

Scott, T. J. & OSullivan, M. K., (2005). Analyzing student search strategies: Making a 

case for integrating information literacy skills into the curriculum. Teacher 

Librarian, 33(1), 21-5. 

Todd, R. J. (2003). Irrefutable evidence: How to prove you boost student achievement. 
School Library Journal, 49(4), 52-54. 

Standard 4: Advocacy and Leadership 

Candidates advocate for dynamic school library programs and positive learning 
environments that focus on student learning and achievement by collaborating and 
connecting with teachers, administrators, librarians, and the community. Candidates are 
committed to continuous learning and professional growth and lead professional 
development activities for other educators. Candidates provide leadership by articulating 
ways in which school libraries contribute to student achievement. 

Elements 

4.1. Networking with the library community 
Candidates demonstrate the ability to establish connections with other libraries 
and to strengthen cooperation among library colleagues for resource sharing, 
networking, and facilitating access to information. Candidates participate and 
collaborate as members of a social and intellectual network of learners. 
4.2 Professional development 
Candidates model a strong commitment to the profession by participating in 
professional growth and leadership opportunities through membership in library 
associations, attendance at professional conferences, reading professional 
publications, and exploring Internet resources. Candidates plan for ongoing 
professional growth. 
4.3 Leadership 
Candidates are able to articulate the role and relationship of the school library 
program's impact on student academic achievement within the context of current 
educational initiatives. Utilizing evidence-based practice and information from 
education and library research, candidates communicate ways in which the library 
program can enhance school improvement efforts. 
4.4 Advocacy 
Candidates identify stakeholders within and outside the school community who 
impact the school library program. Candidates develop a plan to advocate for 
school library and information programs, resources, and services. 
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Standard 4 Rubric 

Target 

Multiple assessments provide evidence that candidates are able to: 

 
Advocate for strong school library programs by designing and leading 
professional development opportunities that clearly articulate the impact of a 
school library program's resources, services and programming on student 
academic achievement; 
 
Become active contributors in education and information professional 
organizations and use publications, conferences, and virtual professional 
development experiences and opportunities to engage in social and intellectual 
networks that address best practice in school libraries; 
 
Use research and other evidence-based data and information to contribute to and 
lead school improvement and professional development initiatives. 
Acceptable 

At least one assessment provides evidence that candidates are able to: 

 
Advocate for dynamic school library programs and build positive learning 
environments by articulating the role of the school library program's impact on 
student achievement; 
 
Develop professional development activities that enhance the awareness of school 
library programs, resources and services for students, other educators and 
community stakeholders; 
 
Network with school librarians, other information professionals, and agencies to 
establish cooperative initiatives that encourage resource sharing and access to 
information; 
 
Articulate the value of professional organizations and develop plan for ongoing 
professional growth. 
Unacceptable 

Assessments provide little or no evidence that candidates are able to: 

 
Positively and productively direct or advocate for a school library program within 
their school and community. 
Research in support of Standard 4 

Wrapping school library advocacy efforts around students and learning is a natural 
connection (Logan, 2008). According to Logan, study after study showed that school 
libraries are the means to achieving educational goals common to good schools. Using 
evidence-based practice, school library professionals have a solid foundation on which to 
build to encourage decision-makers to enhance and improve school libraries for the 
benefit of students. 

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Access to other professionals, new ideas, and tools to fulfill professional responsibilities 
is necessary to the school librarian's professional growth. Participation in these activities 
enhances opportunities for their students and fellow teachers. The school library 
personnel may have to educate prospective partners in a collaborative effort of improving 
the library program for the benefit of the students. Bush (2007) stated that we do "good 
work in all the right places and tend to keep it to ourselves (p. 41). Part of advocacy is 
letting other members of the school community know how the library and librarians 
benefit the students, socially as well as academically. Collaboration and networking with 
others in the library's community strengthens all of the stakeholders. Hartzell (1999) said 
that "library advocacy is essential to library effectiveness--essential even to library 
survival in some places (p. 8). 

According to Hand (2008), "Constant advocacy for integration of library and information 
resources in classroom plans must remain a core focus for all of us school library 
professionals (p. 27). Morris (2004) emphasized "the best way to reach teachers is to 
give them the personalized attention and professional concern that will aid them in 
preparing, organizing, and presenting instructional programs...providing the collaborative 
support that will help them to become better teachers (p. 127). The Library Advocates 
Handbook (American Library Association, 2006) gives invaluable support to library 
advocates and emphasizes tools of collaboration to be used in this effort. 

References 

American Library Association. (2006) Library advocate's handbook. Chicago: Author. 

Bush, G. (2007). Telling our school library story. Knowledge Quest, 36(1), 40-3. 

Hand, D. (2008). What can teacher-librarians do to promote their work and the school 

library media program? Keep everyone in the loop: Constant advocacy. Teacher 

Librarian, 36(2), 26-7. 

Hartzell, G. (1999). Indirect advocacy. Book Report, 18(1), 8-11+. 

Logan, D. (2008). Putting students first. American Libraries, 39(1/2), 56-9. 

Logan, D. (2008). What can teacher-librarians do to promote their work and the school 

library media program? Think and then do...for kids! Teacher Librarian, 36(2), 

20-1. 

Morris, B. J. (2004). Administering the school library media center. Westport, CT: 
Libraries Unlimited. 

Standard 5: Program Management and Administration 

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Candidates plan, develop, implement, and evaluate school library programs, resources, 
and services in support of the mission of the library program within the school according 
to the ethics and principles of library science, education, management, and 
administration. 

Elements 

5.1 Collections 
Candidates evaluate and select print, non-print, and digital resources using 
professional selection tools and evaluation criteria to develop and manage a 
quality collection designed to meet the diverse curricular, personal, and 
professional needs of students, teachers, and administrators. Candidates organize 
school library collections according to current library cataloging and classification 
principles and standards. 
5.2 Professional Ethics 
Candidates practice the ethical principles of their profession, advocate for 
intellectual freedom and privacy, and promote and model digital citizenship and 
responsibility. Candidates educate the school community on the ethical use of 
information and ideas. 
5.3 Personnel, Funding, and Facilities 
Candidates apply best practices related to planning, budgeting, and evaluating 
human, information, and physical resources. Candidates organize library facilities 
to enhance the use of information resources and services and to ensure equitable 
access to all resources for all users. Candidates develop, implement, and evaluate 
policies and procedures that support teaching and learning in school libraries. 
5.4 Strategic Planning and Assessment 
Candidates communicate and collaborate with students, teachers, administrators, 
and community members to develop a library program that aligns resources, 
services, and standards with the school's mission. Candidates make effective use 
of data and information to assess how the library program addresses the needs of 
their diverse communities. 
Standard 5 Rubric 

Target 

Multiple assessments provide evidence that candidates are able to: 

 
Design, direct, and promote strong school library programs with resources, 
services, policies, procedures, and programming that are clearly aligned with the 
school's mission and that supports the ethical principles and current standards of 
their profession; 
 
Articulate and model the responsibilities of digital citizenship regarding 
intellectual freedom, intellectual property, and the right to privacy; 
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Provide access to print, non-print and digital collections that support and enhance 
instruction and reflect the needs and interests of their diverse P-12 students, 
school and community; 
 
Manage, organize and evaluate school library physical resources (facilities), fiscal 
resources (budgets), and human resources (personnel) to ensure the school library 
program recognizes, celebrates and advocates for the curricular, personal and 
professional needs of all stakeholders. 
Acceptable 

At least one assessment provides evidence that candidates are able to: 

 
Evaluate, manage and organize school library print, non-print and digital 
collections to support the school's mission of teaching and learning; 
 
Base professional and program decisions on current standards and the ethical 
codes and principles of education and information professions; 
 
Develop, manage and organize library collections, policies and procedures to 
ensure open access to school library resources and services; 
 
Use data and information to evaluate and communicate how the school library 
program meets the needs of diverse P-12 student communities. 
Unacceptable 

Assessments provide little or no evidence that candidates are able to: 

 
Manage resources, services and programming in support of the diverse needs of 
P-12 students; 
 
Acknowledge and understand the ethical principles and standards of their 
profession. 
Research in support of Standard 5 

In Empowering learners: Guidelines for school library programs, the American 
Association of School Librarians (2009) produced a set of guidelines based on the belief 
that the "school library media program must focus on building a flexible learning 
environment" as well as "empower students to be critical thinkers, enthusiastic readers, 
skillful researchers, and ethical users of information" (p. 5). Standard 5 focuses on the 
candidate skills to build the learning environment while utilizing leadership and 
management skills in an organizational setting. 

Teaching and modeling ethical behavior for students involves research and continuing 
interaction with faculty, as noted in Lincoln (2009). Electronic access to information has 
resulted in many concerns among the education community. School librarians lead the 
way in promoting intellectual property rights among information users. 

In building the physical learning environment, the school librarian develops policies and 
procedures related to planning, budgeting, and evaluating human, information and 
physical resources. Rosenfeld and Loertscher (2007) suggested that "the school library 
exists beyond its four walls and provides real and virtual access to appropriate, high


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quality resources on a 24 hours-per-day/7 days a week basis" (p. vii). Johnson (2003) 
noted that the library must be both "high-tech" and "high-touch" so that users find the 
information they need in an environment that is welcoming (p. 387). Woolls (2004) 
espoused the belief that school librarians need not be satisfied with just any space they 
are given, but they need to know that "assessing library media facilities in order to 
improve them" is an important part of the learning environment (p. 117). 

This leads to strategic planning and assessment. Neelameghan (2007) looked at the 
impact of a quality library program and student achievement considering the management 
of the library resources. Through planning and assessment of the library program, student 
learning can be facilitated. 

References 

American Association of School Librarians (AASL) (2009). Empowering learners: 
Guidelines for school library media programs. Chicago: Author. 

Johnson, D. (2003). Are libraries (and librarians) heading toward extinction? Teacher 
Librarian 31(2), 24-27. 

Lincoln, M. (2009). Ethical behavior in the information age. Knowledge Quest, 37(5), 34


37. 
Neelameghan, A. (2007). Knowledge management in schools and the role of the school 
library media center. Information Studies, 1(1), 5-22. 

Rosenfeld, E., & Loertscher, D. V. (Eds.). (2007). Toward a 21st century school library 
media program. Lanham, MD: Scarecrow. 

Woolls, B. (2004). The school library media manager (3rd ed.). Westport, CT: Libraries 
Unlimited. 

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